教学创新氛围对教师促进型教学工作重塑的影响——基于民办高校的案例研究  

The Influence of Teaching Innovation Atmosphere on the Teachers’ Promotion-focused Teaching Job Crafting——A Case Study Based on Private Colleges and Universities

作　　者：李玮 宋善华[3] 周盈 钟宗林[4] Li Wei;Song Shanhua;Zhou Ying;Zhong Zonglin

机构地区：[1]曲阜师范大学,山东曲阜273165 [2]江西科技学院,江西南昌330098 [3]南昌医学院,江西南昌330052 [4]江西科技学院科研处,江西南昌330098

出　　处：《教育学术月刊》2023年第2期60-66,共7页Education Research Monthly

基　　金：江西省教育科学“十四五”规划2022年课题一般项目“‘三全育人’视角下融入思政元素的专业课程体系建设研究——以软件工程专业为例”(编号:22YB259)。

摘　　要：为了厘清教学创新型氛围与教师促进型教学工作重塑之间的关系和作用机制,基于社会交换理论和组织认同理论,构建“教学创新氛围—组织认同感—促进型教学工作重塑”理论模型,并将自我效能感作为调节变量引入模型。研究表明:民办高校教学创新氛围显著正向影响教师促进型教学工作重塑,组织认同感在其中起中介作用;教学自我效能感不仅在学校教学创新氛围影响教师促进型教学工作重塑过程中起调节作用,而且这种调节作用还能通过组织认同感进行传递,加深对教师促进型教学工作重塑的影响。In order to clarify the relationship and mechanism between the innovative teaching atmosphere and the teachers’ promotion-focused teaching job crafting, a theoretical model of“innovative teaching atmosphere-organizational identity-promotion focused teaching job crafting”is constructed on the basis of social exchange theory and organizational identity theory, and self-efficacy has been introduced into the model as a regulatory variable. The research shows that the atmosphere of teaching innovation in private colleges and universities has a significant positive impact on teachers’ promotion-focused teaching job crafting, in which organizational identity plays a mediating role. The teaching self-efficacy plays a regulatory role not only in the influencing process of teaching innovation atmosphere on teachers’ promotion-focused teaching job crafting, but also in the sense of organizational identity, thus deepens its impact on teachers’ promotion-focused teaching job crafting.

关 键 词：民办高校 教师发展 教学创新氛围 

分 类 号：G40-058[文化科学—教育学原理]